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Descriptors:
Native Speakers; Priming; Morphology (Languages); Language Processing; Psycholinguistics; Second Language Learning; English (Second Language); Semitic Languages; Advanced Students; Eye Movements; Task Analysis; Grammar

Abstract:
We report findings from psycholinguistic experiments investigating the detailed timing of processing morphologically complex words by proficient adult second (L2) language learners of English in comparison to adult native (L1) speakers of English. The first study employed the masked priming technique to investigate "-ed" forms with a group of advanced Arabic-speaking learners of English. The results replicate previously found L1/L2 differences in morphological priming, even though in the present experiment an extra temporal delay was offered after the presentation of the prime words. The second study examined the timing of constraints against inflected forms inside derived words in English using the eye-movement monitoring technique and an additional acceptability judgment task with highly advanced Dutch L2 learners of English in comparison to adult L1 English controls. Whilst offline the L2 learners performed native-like, the eye-movement data showed that their online processing was not affected by the morphological constraint against regular plurals inside derived words in the same way as in native speakers. Taken together, these findings indicate that L2 learners are not just slower than native speakers in processing morphologically complex words, but that the L2 comprehension system employs real-time grammatical analysis (in this case, morphological information) less than the L1 system. (Contains 8 tables, 1 figure, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grammar; Nouns; Language Processing; Second Language Learning; Syntax; Advanced Students; Form Classes (Languages); Computational Linguistics; Morphology (Languages); Adults; English; Native Speakers; German; Language Research; Control Groups; Eye Movements; Task Analysis; Language Tests; Placement

Abstract:
In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assignment. In a visual-world eye tracking task, we test the predictive processing of syntactic gender agreement between determiners and nouns. The findings show clear contingencies (1) between overall accuracy in lexical gender assignment in production and target predictive processing of syntactic gender agreement in comprehension and (2) between the speed of lexical access and predictive syntactic gender agreement. These findings support lexical and computational accounts of L2 inflectional variability and argue against models positing representational deficits in morphosyntax in late L2 acquisition and processing. (Contains 7 tables, 3 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Private Schools; Universities; Writing Instruction; Second Language Learning; Second Language Instruction; Interviews; Futures (of Society); Information Technology; Internet; Computer Mediated Communication; Electronic Publishing; Advanced Students; Audio Equipment; Writing Skills; Educational Trends

Abstract:
This study investigated English-language writing instruction in Jordan at three levels, namely primary and secondary state schools, a private school, and a state university. To address this issue, the researchers used tape-recorded interviews and class observations as primary tools of collecting data for the study. It turned out that a host of factors, internal and external, have contributed negatively to students' acquiring the desired level of competence in English writing. However, because the balance of power in the Middle East has been redefined and because new communication technologies such as the internet, e-mail messaging, web-page authoring, and cyber-communication have been advanced, students' desire to learn English has been refueled. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Law Students; Novices; Expertise; Court Litigation; Advanced Students; Prior Learning; Problem Solving; Thinking Skills; Legal Education (Professions); Problem Based Learning; Discovery Learning

Abstract:
The worked example effect indicates that learning by studying worked examples is more effective than learning by solving the equivalent problems. The expertise reversal effect indicates that this is only the case for novice learners; once prior knowledge of the task is available problem solving becomes more effective for learning. These effects, however, have mainly been studied using highly structured tasks. This study investigated whether they also occur on less structured tasks, in this case, learning to reason about legal cases. Less structured tasks take longer to master, and hence, examples may remain effective for a longer period of time. Novice and advanced law students received either a description of general process steps they should take, worked examples, worked examples including the process steps, or no instructional support for reasoning. Results show that worked examples were more effective for learning than problem-solving, both for novice and advanced students, even though the latter had significantly more prior knowledge. So, a worked example effect was found for both novice and advanced students, and no evidence for an expertise-reversal effect was found with these less structured tasks. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Second Language Learning; Japanese; Metacognition; Task Analysis; Written Language; Reading Skills; Self Control; Interviews; Second Language Instruction; Psychological Patterns; Criticism; Teaching Methods; Advanced Students; Learning Processes; Goal Orientation; Language Proficiency; Foreign Countries

Abstract:
This study investigates how students of the Japanese language regulate the learning of "kanji" (Japanese written characters). Skill in reading "kanji" has an important effect on learners' progress in interpretive reading. Data collected over one year were drawn from interviews with 12 students. The study highlighted an inability for many students to control emotions, manage commitments, and control boredom and procrastination when studying "kanji". Moreover, advanced learners were more prone to a loss of self-regulation due to frustration caused by a lack of progress in learning, or due to self-criticism over an inability to reach goals. This study raises an understanding of struggles faced by language learners and offers pedagogical implications for instructors to lessen the burden of "kanji" learning on students. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Native Speakers; English (Second Language); Foreign Countries; Communicative Competence (Languages); Language Teachers; Second Language Learning; Second Language Instruction; Teacher Qualifications; Teacher Behavior; Advanced Students; Pronunciation; Student Attitudes

Abstract:
This paper examines a common belief that learners of English as a foreign language prefer to learn English from native-speaker teachers rather than non-native speakers of English. 50 Vietnamese learners of English evaluated the importance of native-speakerness compared with seven qualities valued in an English language teacher: teaching experience, qualifications, friendliness, enthusiasm, the ability to deliver interesting and informative classes, understanding of students' local culture, and advanced English communicative competence. Findings show that the respondents placed more value on all but one of these qualities than on native-speakerness. The only outlier was advanced English competence and respondents selected innate native-speakerness over this quality because they believed that native-speaker pronunciation was the ideal model. These findings build on a growing body of research that challenges the notion that native speakers of English are ideal English language teachers. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Older Adults; Advanced Students; Caring; Nursing Students; Novices; Patients; Nurses; Nursing Education; Student Attitudes; Stereotypes; Health; Career Choice

Abstract:
This study investigates novice and experienced student nurses' attitudes about caring for patients across the lifespan. Students were also asked why they would enjoy or not enjoy caring for children and older adults. Both novice (n = 114) and advanced (n = 56) nursing students were relatively positive about caring for patients across the lifespan. However, novices were significantly more negative about working with older patients, particularly after experiencing a first clinical placement. In contrast, a significant quadratic effect was found for advanced students, indicating more negativity about working with both children and older adults. When giving reasons for why they would enjoy caring for older patients, novices were more likely than were advanced students to focus on stereotypical characteristics and on negative health outcomes of older adults as a group. Overall, results suggest that the attitudes driving career interests in nursing students change as training advances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Studio Art; Art Activities; Tests; High School Students; Freehand Drawing; Student Evaluation; Scoring; Performance Based Assessment; Advanced Placement Programs; Advanced Students

Abstract:
This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the schedule. District-wide high-school teachers in every discipline were encouraged to reimagine traditional exam design. In particular, teachers were asked to consider some of the following guidelines and options: an emphasis on performance/application-based assessments, "authentic" assessments, "balanced" assessments, portfolio presentations, and twenty-first-century skills. In this article, the author shares her outside-the-box thinking about midterm exams. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advanced Students; Native Speakers; Foreign Countries; Phonemes; Study Abroad; Spanish; Second Language Learning; Dialects; Pronunciation; Context Effect; Educational Environment; Second Language Instruction; Geographic Regions

Abstract:
This exploratory study investigates the incorporation of dialectal variants in second language (L2) pronunciation and how the learning context intersects with this acquisition. Specifically, this research examines to what extent L2 learners of Spanish acquire the regional phoneme /[theta]/ from north-central Spain in both study abroad (SA) and at-home (AH) programs. Native versus nonnative L2 pronunciation over time in potential [theta] contexts is also considered. The findings suggest that students rarely produce [theta] after contact with native speakers in either learning context, yet the use of the phone is facilitated by a SA experience and conditioned by select linguistic and extralinguistic factors. Moreover, beginning and intermediate students appear to make greater gains in nativelike pronunciation as a result of the SA experience as compared to advanced students. (Contains 9 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Native Speakers; Spanish; Beginning Teachers; Qualitative Research; Second Language Instruction; Language Teachers; Interviews; Teacher Attitudes; Second Language Learning; Self Concept; Teaching Skills; Advanced Students; Student Attitudes

Abstract:
A sizable body of literature has been established surrounding native speaker teachers versus nonnative speaker teachers of English. Presently, a paucity of research exists related to teachers working with languages other than English. In an attempt to fill this research gap, this qualitative research study presents the experiences of novice nonnative speaker teachers of Spanish. Interviews were conducted to explore the teachers' perceptions regarding their own status as nonnative speakers. The interviews revealed several themes, some of which parallel previous findings on nonnative speaker teachers of English and others that diverge; this article reports on three of these themes. A discussion about what the language education field can do to afford nonnative speaker teachers the same status as native speaker teachers concludes the article. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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